Includes bibliographical references (pages 150-167)
How shall we define an objective? -- How do objectives differ from each other? -- How are objectives related to each other? -- How are objectives generated for an entire unit or course? -- Why have instructional objectives? -- How does the use of instructional objectives differ from what teachers have been doing all along? -- How useful are general educational objectives? -- Have I generated measurable objectives? -- How appropriate are my objectives? -- How important is it to sequence objectives in a given order? -- How are objectives used in the planning of instruction? -- How can I tell when my objectives have been obtained? -- What effects do instructional objectives have on individual differences? -- Who should be responsible for developing objectives, and what sources are available? -- How usable is a taxonomy of educational objectives? -- What does research say about the use of instructional objectives?